Comparer des méthodes

	Étude d'association pangénomique de l'épigénome dans la recherche en éducation	Randomisation mendélienne
Domaine	Bio-informatique	Inférence causale
Famille	Process / pipeline	Regression model
Année d'origine	EWAS framework ~2011; educational applications ~2017–present	1997
Auteur d'origine	Rakyan, Down, Balding, and Beck (framework); applied to educational outcomes by Marioni, McCartney, and collaborators	George Davey Smith
Type	Observational epigenomic association design	Genetic instrumental variable framework
Source fondatrice	Rakyan, V. K., Down, T. A., Balding, D. J., & Beck, S. (2011). Epigenome-wide association studies for common human diseases. Nature Reviews Genetics, 12(8), 529–541.	Davey Smith, G., & Hemani, G. (2014). Mendelian randomization: genetic anchors for causal inference in epidemiological studies. Human Molecular Genetics, 23(R1), R89-R98.
Alias	EWAS of educational attainment, educational EWAS, epigenetic association study, EWAS	MR
Apparentées	3	2
Résumé	An epigenome-wide association study (EWAS) applied to educational research scans DNA methylation levels at hundreds of thousands of CpG sites across the genome to identify loci whose methylation is statistically associated with educational attainment, cognitive ability, or related learning outcomes. By linking blood- or saliva-derived methylation profiles with school records or psychometric scores, EWAS offers a molecular window into how biological and environmental exposures may shape educationally relevant traits across the lifespan.	Mendelian randomization is a method for estimating causal effects of exposures on outcomes using genetic variants as instrumental variables. Introduced by George Davey Smith in the 1990s, it exploits Mendel's law of segregation to remove confounding bias. It has become a cornerstone technique in epidemiological causal inference.